• The Skills Development Framework
• The South African Qualifications Authority (SAQA)
• The development of the NQF
• Implementation of the NQF
• The National Qualifications Framework (V1)
• These principles underpin the objectives of the NQF (V1)
• The objectives of the NQF (V1)
• Structure of the NQF (V1)
• Qualifications under the NQF (V1)
• Changes to the NQF landscape
• Why the system failed
• Legislative framework
• Improving the NQF
• Standards and qualifications
• Structure of the new NQF (2010 and onwards)
• What has not changed?
• The Occupational Learning System (OLS)
• Quality assurance under the NQF (V2)
• Learner Achievements (awards) under NQF
• Development of Qualifications and unit standards under NQF (V2)

• Definition
• Principles of Outcomes-Based Education And Training
• 3 Pillars of Outcomes Based Education
• Comparison of Outcomes-Based Education To Contents-Based Education
• Advantages of OBE
• Recognition of Prior Learning (RPL)
• Role Players in The Assessment Process
• Learner
• Advisor
• Assessor
• Internal Moderator
• External Moderator/Verifier
• Selecting Assessors
• Registration of Assessors
• Unit Standard Design
• Registration of Assessors
• Unit Standard Design
• Competence
• Applied Competence
• Assessment Purpose
• Principles of Assessment
• Comparison of old and new assessments
• Assessment Categories
• Assessment Methods
• Assessment Instruments
• Criteria for selection of an assessment Method/Instrument
• The Overall Assessment Process
• Assessment Instruments
• Evidence
• Direct Evidence
• Indirect Evidence
• Supplementary/Historical Evidence
• Principles of Evidence

• Assessment Assignment
• Assessment Requirements

• Assessment Details
• Is the candidate ready for assessment?
• Pre-Assessment Meeting

• Environment and Assessment Practices
• Conduct the Assessment
• Unforeseen Circumstances
• Language
• Questioning
• Sufficient Evidence
• Key Principles for Assessments
• The “good assessment checklist”

• Evaluate Evidence
• Quality of Evidence
• Storing of Assessment Documentation

• Parties
• Timeframe
• Sequence
• Formats
• Manner of giving feedback
• Feedback from the candidate
• Explanation and Clarification
• Further Development
• Disputes
• Appeal Procedure Example
• Checklist for Providing Feedback

• Purpose
• Principles
• Process
• Benefits
• Diagnostic Assessments

• Good and Bad Practice
• Feedback
• Quality
• Moderation
• Meeting Roles
• Meeting Roles
• Internal Moderation

• US 115753, Conduct outcomes-based assessment, NQF 5, 15 credits

Articulation:

Credits obtained during this skills programme will contribute towards qualification:

• 50334 , NC: Occupationally Directed Education, Training and Development Practices, NQF Level 5
• 50331 , NC: Occupationally Directed Education, Training and Development Practices, NQF Level 6

Delivery Method:

The programme is facilitated by a competent subject matter specialist/s, who utilises the following techniques to ensure that the session is practical and experiential: Discussion; Role Plays; Exercises & Case Studies; Simulations, Videos/DVDs; and learner assessment.

Delivery Message: English

The programme is facilitated by a competent subject matter specialist/s, who utilises the following techniques to ensure that the session is practical and experiential: Discussion; Role Plays; Exercises & Case Studies; Simulations, Videos/DVDs; and learner assessment.

Language of delivery:

English

Certification:

• Upon completion, the learner will receive a Diclagro Certificate of Attendance.
• Upon verified Competence, the learner will receive a Certificate of Competence from Diclagro and Services ETDP SETA.

Accreditation and Registration:

ETDP SETA : ETDPS1440